A range of learning and teaching strategies will be employed to suit the various types of learners, and to meet the needs of the specific learning outcomes of the modules. Typically, lectures are supported by smaller-group seminars, workshops and laboratory practicals, which are led by staff or students. Students are also given independent learning activities. Where appropriate, student learning is supported by materials, tasks and activities, which are provided via a virtual learning environment. Much of our teaching utilises digital technology including advanced use of iPads, tablets and students’ own devices as part of our teaching and learning strategy.
The balance of lecture to tutorial/seminar/practical time is a deliberate effort to allow theoretical and generic knowledge taught in lectures to be given context and meaning in real-world scenarios, which are achieved using case studies, research data, the students’ own experience and discovery learning approaches. Within FdSc Rehabilitation and Manual Therapies, students will engage in practical sessions, to ensure that they learn relevant techniques. Emphasis will be very much on an applied approach, where students will be able to gain “hands on” experience in a clinical and sports setting.
Taught sessions will be created and delivered by mixed gender teaching staff, who come from a wide variety of backgrounds. The course will also utilise external partners and Visiting Fellow’s who themselves come from a range of backgrounds. Learning resources will contain a range of examples of people from a wide range of backgrounds with protected characteristics.
Assessment
The course content is varied and allows students to explore different aspects of society and culture when completing assessments. As per the University Assessment Policy, we ensure that assessment tasks and procedures are designed to be inclusive and do not disadvantage any group or individual. The course includes a variety of assessment methods across modules to showcase the students’ diverse experiences, knowledge, skills and background. We adopt an innovative and diverse range of assessments including oral presentations, write essays, conduct laboratory practical, write reports, and work under examination conditions.
Learning support
Outside of academic support, the Academic Mentor can act as a facilitator of support and may refer students for support services within specialist area/teams/departments within the university. The most notable of these are Library & Academic Skills Team, Graduate Careers and Employability Team, Student wellbeing, ‘AccessAbility’ Services, International Student Support.
Additional support
‘AccessAbility’ Services: This team is made up of Disability Support Coordinators, Disability Administrators and Sessional Assessors, who aim to support and assist anyone with a disability, including specific learning difficulties, mental health needs and with physical and unseen disabilities.
Feedback
The course includes a variety of assessment methods across modules to showcase the students’ diverse knowledge, skills and academic background. There are opportunities for students to undertake formative assessment so that they can practise and receive feedback on the necessary skills or learning tasks, which can inform their learning and development in preparation for the modules’ summative assessment. Feedback may be received in the form of verbal or written feedback.